Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
Objective: The students will use onomatopoeia words (words that sound like what they mean) to create poems, advertisements, and comic strips with a wider range of sensory details.
Materials:
Markers
Noises by Danielle Caryl
Whiteboard labeled, “Some Examples of Onomatopoeia Words”
Chart paper with sample advertisement
Chart paper with sample comic strip
Students: paper and pencil
Lesson Sequence: · Lesson Introduction/Anticipatory Set (Engagement): o “Boys and girls, the world around us makes many different noises. Listen.” Take a few seconds for the students to listen in silence. “Did you all hear the ticking of the clock? How about the tap, tap, tap of the feet? Well, today, we are going to explore all of these sounds!” · State Objective and Purpose: o “Today, we are going to learn how use the new technique of onomatopoeia. Let us first define what onomatopoeia words are – using a word that sounds like what it means. These words suggest the sound of what it names.” · Teach and Model:
Have large chart paper ready with the poem Noises by Danielle Caryl. Read the poem out loud to the class. Then point out on or two onomatopoeia words to the students. From here allow the students to find the other onomatopoeia words in the poem.
“Great job! Now, I would love to create a list of our own.” Model the words for the students as the onomatopoeia words are given (exaggerate the parts of the word that mimics the action). Some examples to look for would be clap, squish, bang, beep, ding, knock, pop, zoom, etc. Make sure to be writing the words down on the whiteboard under the heading, “Some Examples of Onomatopoeia Words.”
“Great Job, boys and girls! Now it is time to examine what you will be doing today. You will be partnering up to create your very own poem, advertisement, or comic strip using onomatopoeia words.”
· Guided Practice: o “We have already examined what a poem using onomatopoeia words could look like. Now let us examine and advertisement and comic strip that I created.” Review these two elements (each element has blanks for the students to fill in). · Independent Practice/Assessment: o “Boys and girls, it is now your turn to create a poem, advertisement, or comic strip featuring onomatopoeia words. At this time I ask that you partner up while the paper is being passed out.” Once these steps are taken state, “You may now begin. I will be walking around if you have any questions.” · Closure: o “Who would like to share his/her onomatopoeia creation play for the class?” As the students share make sure to restate the onomatopoeia words in each poem. o “Great job! I am so impressed with all of your onomatopoeia creations!”
Assessment (How will you know the lesson has be successful?): You will be able to determine that the lesson was a success if, students asked relevant questions and produced onomatopoeia creations that correctly used onomatopoeia words. Noises By Danielle Caryl
The click of the clock, the creak of the stair,
The squeak of a mouse and the swoosh of the air.
The groan of the house as it settles below,
And outside the window, the patter of snow.
The scruff of the dog's paws below where I rest,
The rattle of the window that seems to face West.
The jingle of bells from a wind chime next door
The unearthly sounds of a truly loud snore.
The crunching of snow under an animal's feet,
The honk of a horn from right down the street.
So many noises I just want to weep,
Is it too much to ask for some sleep? Today, I taught another successful lesson in the field. The lesson dealt with the topic of onomatopoeia; and stated that the students will use onomatopoeia words (words that sound like what they mean) to create poems, advertisements, and comic strips with a wider range of sensory details. This objective was met by all of my students as can be seen in selected works seen below. The introduction to the lesson (which was changed slightly from what appears above) allowed students to think back to past lessons that Miss Haugh and I taught, and how this current lesson would tie into the larger picture. Students were actively engaged from the beginning of the lesson through to the end. They were always observing, questioning, and processing the new information. Throughout the guided practice, every student (even those who usually keep to themselves throughout the day) had their hand up to participate at least once; this is return led to more excitement when it came time for independent/group work. The students worked well in pairs and appeared to enjoy the fact that they had the chance to create a work of their choosing – as opposed to being forced to write a poem, advertisement, or comic strip. The work presented to the class showed the students creativity, and above all, allowed that the concept of onomatopoeia truly sunk in. If I were to teach this lesson again, I would make one slight alteration by leaving the examples up longer. I often found myself flipping back and forth between the examples during the independent/group work time. To solve this issue I would have clipped the example onto the white board so that all three (poem, advertisement, and comic strip) could be seen at once. Again, I am very proud of the lesson that I taught today in the field. I was able to present a concept that was completely new to most of the students, and have them mastering it within a forty minute time span – it was a great experience.
Notes from Cooperating Teacher:
Great introduction – tying it into not only past lesson, but NJAsks as well
Great use of onomatopoeia words – all were clear and easy to understand
Use teaching moments – if you ever forget how to spell a word, simply say something like, “Boys and girls, this is a hard word to spell. Who would like to look it up in the dictionary for the entire class?”
Use careful phrasing – “You guys” is not the best way to address a classroom
Make sure to take in the whole class – never block the view of students while explaining a major point or while a group is presenting
Grade: 5
Time: 40 minutes
Standard:
Writing Standards K–5
- Grade Five Students
- Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
- Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
Objective: The students will use onomatopoeia words (words that sound like what they mean) to create poems, advertisements, and comic strips with a wider range of sensory details.Materials:
Lesson Sequence:
· Lesson Introduction/Anticipatory Set (Engagement):
o “Boys and girls, the world around us makes many different noises. Listen.” Take a few seconds for the students to listen in silence. “Did you all hear the ticking of the clock? How about the tap, tap, tap of the feet? Well, today, we are going to explore all of these sounds!”
· State Objective and Purpose:
o “Today, we are going to learn how use the new technique of onomatopoeia. Let us first define what onomatopoeia words are – using a word that sounds like what it means. These words suggest the sound of what it names.”
· Teach and Model:
- Have large chart paper ready with the poem Noises by Danielle Caryl. Read the poem out loud to the class. Then point out on or two onomatopoeia words to the students. From here allow the students to find the other onomatopoeia words in the poem.
- “Great job! Now, I would love to create a list of our own.” Model the words for the students as the onomatopoeia words are given (exaggerate the parts of the word that mimics the action). Some examples to look for would be clap, squish, bang, beep, ding, knock, pop, zoom, etc. Make sure to be writing the words down on the whiteboard under the heading, “Some Examples of Onomatopoeia Words.”
- “Great Job, boys and girls! Now it is time to examine what you will be doing today. You will be partnering up to create your very own poem, advertisement, or comic strip using onomatopoeia words.”
· Guided Practice:o “We have already examined what a poem using onomatopoeia words could look like. Now let us examine and advertisement and comic strip that I created.” Review these two elements (each element has blanks for the students to fill in).
· Independent Practice/Assessment:
o “Boys and girls, it is now your turn to create a poem, advertisement, or comic strip featuring onomatopoeia words. At this time I ask that you partner up while the paper is being passed out.” Once these steps are taken state, “You may now begin. I will be walking around if you have any questions.”
· Closure:
o “Who would like to share his/her onomatopoeia creation play for the class?” As the students share make sure to restate the onomatopoeia words in each poem.
o “Great job! I am so impressed with all of your onomatopoeia creations!”
Assessment (How will you know the lesson has be successful?): You will be able to determine that the lesson was a success if, students asked relevant questions and produced onomatopoeia creations that correctly used onomatopoeia words.
Noises
By Danielle Caryl
The click of the clock, the creak of the stair,
The squeak of a mouse and the swoosh of the air.
The groan of the house as it settles below,
And outside the window, the patter of snow.
The scruff of the dog's paws below where I rest,
The rattle of the window that seems to face West.
The jingle of bells from a wind chime next door
The unearthly sounds of a truly loud snore.
The crunching of snow under an animal's feet,
The honk of a horn from right down the street.
So many noises I just want to weep,
Is it too much to ask for some sleep?
Today, I taught another successful lesson in the field. The lesson dealt with the topic of onomatopoeia; and stated that the students will use onomatopoeia words (words that sound like what they mean) to create poems, advertisements, and comic strips with a wider range of sensory details. This objective was met by all of my students as can be seen in selected works seen below. The introduction to the lesson (which was changed slightly from what appears above) allowed students to think back to past lessons that Miss Haugh and I taught, and how this current lesson would tie into the larger picture. Students were actively engaged from the beginning of the lesson through to the end. They were always observing, questioning, and processing the new information. Throughout the guided practice, every student (even those who usually keep to themselves throughout the day) had their hand up to participate at least once; this is return led to more excitement when it came time for independent/group work. The students worked well in pairs and appeared to enjoy the fact that they had the chance to create a work of their choosing – as opposed to being forced to write a poem, advertisement, or comic strip. The work presented to the class showed the students creativity, and above all, allowed that the concept of onomatopoeia truly sunk in. If I were to teach this lesson again, I would make one slight alteration by leaving the examples up longer. I often found myself flipping back and forth between the examples during the independent/group work time. To solve this issue I would have clipped the example onto the white board so that all three (poem, advertisement, and comic strip) could be seen at once. Again, I am very proud of the lesson that I taught today in the field. I was able to present a concept that was completely new to most of the students, and have them mastering it within a forty minute time span – it was a great experience.
Notes from Cooperating Teacher: